(LUẬN VĂN THẠC SĨ) Developing learner autonomy in learning speaking skill for the first year English-major students at the University of Commerce an action research

Rationale for the study

Over the past thirty years, learner autonomy has emerged as a key concept in second language education, with widespread agreement among educators on its significance in fostering self-directed language learners The topic has inspired a wealth of literature, including numerous influential books and research studies, highlighting its robust presence in the field.

Despite efforts to promote learner autonomy, university students in Vietnam, including those at the University of Commerce, demonstrate low levels of independent learning Even English majors show a lack of responsibility in their language acquisition, characterized by a lack of determination and self-discipline Classroom observations indicate a formal atmosphere where students only participate when called upon, and they tend to work individually rather than collaboratively during speaking exercises They prefer to prepare their ideas in isolation, only engaging in communication when they feel completely confident Additionally, students are generally hesitant to ask questions or express their opinions, further highlighting the challenges in fostering an interactive learning environment.

A discussion with Vietnamese students reveals that their lack of autonomy stems from psychological, social, and personal factors, including misconceptions, low self-confidence, limited knowledge, and past learning experiences These beliefs and attitudes significantly impact their learning behaviors, highlighting the need to support students in achieving greater autonomy, particularly in speaking skills It is crucial for teachers to emphasize the importance of autonomy, echoing the wisdom of the proverb: "Give a man a fish, feed him for a day Teach a man to fish, feed him for a lifetime."

This research aims to support students in their second language acquisition and lifelong learning, recognizing that fostering autonomy is a complex challenge While limited studies in Vietnam focus on enhancing student engagement in speaking, numerous international studies have successfully promoted learner autonomy through experimental practices These practices often involve modifying classroom activities to include awareness-raising exercises, portfolios, self-assessment, and structured homework This paper seeks to review existing research and develop a targeted action plan for students at the University of Commerce (VUC), who exhibit a moderate level of learning autonomy The goal is to cultivate a sense of autonomy in language learning, improve students' speaking skills, and create more effective speaking lessons.

Aims of the study

- identifying the current VUC English – major freshmen‟s autonomy in speaking skill

- working out the appropriate scheme of actions to improve the situation

- finding out the effectiveness of the selected activities in the action plan

- reflecting the results of the study

From the outcomes, some implications will be suggested for handling and applying classroom activities to promote the students‟ autonomy in learning speaking

In particular, it is conducted to ascertain the answer to the following question:

Raising students' awareness of learner autonomy is crucial for enhancing their speaking skills Implementing targeted activities can significantly improve first-year English major students' ability to learn independently By fostering a sense of ownership in their learning process, students at the University of Commerce can become more engaged and motivated This approach not only promotes self-directed learning but also equips students with essential speaking skills necessary for their academic and professional success.

This action research addresses the issue of low learner autonomy in the English Department at VUC by implementing a classroom project divided into two modules The first module includes awareness-raising activities, learner contract signing, and training in essential speaking strategies to enhance students' confidence and awareness of the problem The second module focuses on practicing these skills through home assignments and in-class activities, fostering habitual speaking practice and active engagement Public speaking is postponed until students have gained sufficient experience, allowing them to work in pairs to gradually build their self-reliance Following the intervention, questionnaires, interviews, and classroom observations are conducted to gather student feedback and assess the effectiveness of the activities in promoting greater autonomy.

Scope of the study

Learner autonomy is a crucial factor in second language acquisition, encompassing various aspects of the learning process This study focuses specifically on fostering autonomy in speaking skills among first-year English major students at the University of Commerce Given the limited scope and time constraints of the research, a selection of targeted activities was implemented to promote self-directed learning, particularly suitable for students who typically demonstrate lower levels of autonomy By addressing this aspect, the study aims to provide a strong foundation for the students' academic journey.

Structure of the study

This paper is organized into three main parts as follows:

This part presents the rationale, the aim, scope, method and design of the study

This article is structured into several chapters: Chapter 1 provides the theoretical framework essential for understanding the study's concepts and relevant theories Chapter 2 offers an overview of the teaching and learning environment within the English Department at VUC Chapter 3 outlines the study's methodology, including the subjects involved and the data collection processes Finally, Chapter 4 presents the findings and analysis derived from the collected data.

This final section of the study summarizes the key findings and offers recommendations to enhance students' autonomy in developing their speaking skills Furthermore, it outlines potential avenues for future research in this area.

LITERATURE REVIEW

Learner autonomy

In today's educational landscape, language teaching is increasingly focused on communication, presenting significant challenges to traditional classroom methods The shift towards learner-centered approaches is replacing conventional teaching, where educators primarily transmit knowledge This transformation in English as a Foreign Language (EFL) instruction emphasizes learner autonomy, empowering students to take charge of their own learning processes.

Holec, a pioneer in advocating for learner autonomy in language teaching, defines learner autonomy as the “ability to take charge of one’s own learning” (1981, p 3) He emphasizes that this ability is not innate but must be developed through either natural experiences or structured learning processes Additionally, Holec highlights the concept of individuals as "producers of their society" rather than merely "products of their society."

The concept of "autonomy" lacks a universal definition, yet it serves as a foundational idea for many researchers According to Little (1999), autonomy encompasses the ability to engage in explicit behaviors related to both the learning process and content Littlewood (1999) highlights autonomy in education as the capability of students to learn independently from their teachers Scharle and Szabo (2000) further define autonomy as the freedom and ability to manage one’s own affairs, which includes the right to make decisions.

Learner autonomy is defined as students taking responsibility for their own education, which includes owning aspects traditionally managed by teachers This responsibility encompasses setting learning objectives, choosing appropriate learning methods, and evaluating their own progress.

The concept of learner autonomy has evolved from an individual perspective to a situational one, recognizing that cultural assumptions shape our learning experiences As noted by Riley (1988) and Tudor (1996), autonomy and learner-centeredness are often ethnocentric, highlighting the need to consider the cultural context of learning Little (1999) emphasizes that all learning is socially situated and culturally constrained, indicating that autonomy must reflect the learners' national or regional cultures Therefore, it is essential to align the principles of autonomy with the specific characteristics and needs of learners within their unique contexts.

Autonomy, often misunderstood, is not merely self-instruction or a new teaching methodology According to Little (1991), misconceptions include the belief that autonomous learners render teachers unnecessary, that autonomy is a singular behavior, and that it represents a fixed state achieved by certain individuals Instead, autonomy is a universal human capacity that develops over time Educators should focus on fostering an autonomous learning environment tailored to specific contexts, enabling learners to engage in lifelong independent learning.

Fostering learner autonomy is supported by robust theoretical, practical, and experiential foundations Grounded in constructivism and learner-centered approaches, it aligns with contemporary trends in second language acquisition, backed by extensive research in the field.

Constructivist theory suggests that individuals perceive the world uniquely, shaped by their own discoveries and investigations (Kelly, 1963) Therefore, successful second language acquisition requires students to actively engage in constructing their own knowledge rather than relying solely on traditional teaching methods (Candy, 1991, p.270).

Autonomy in language learning is fundamentally linked to a learner-centered approach, which emphasizes that learners should take the lead and responsibility for their own success rather than relying solely on teachers This theory enhances students' self-awareness as learners and deepens their understanding of the language learning process, the nature of the target language, and effective language use strategies (Dickinson, 1987; Holec, 1981; Wenden & Rubin, 1987) Consequently, this innovative approach prioritizes individualized instruction and focuses on the learning process rather than merely the end product.

There is a pressing need for students to take greater responsibility in learning foreign languages, especially given the reduction in classroom time within the current Vietnamese educational context, which limits opportunities for practical language use Contrary to the belief that fewer class meetings lessen students' workloads, the transition to a credit-based university curriculum requires students to take more control of their learning Consequently, students must engage in self-study beyond the language course, which significantly enhances their skills and knowledge.

The current educational landscape highlights the importance of fostering learner autonomy, as extensive research has demonstrated its positive impact on motivation When students take an active role in their learning, motivation issues are often resolved As Deci (1995) states, “autonomy is nourished by, but in turn nourishes our intrinsic motivation, our proactive interest in the world around us.” This reciprocal relationship evolves throughout a learner's educational journey While autonomy does not always guarantee increased motivation, it is clear that enhancing learner autonomy contributes to improved academic outcomes (Deci, 1995).

Learner autonomy, a key component of the learner-centered approach, plays a vital role in second language acquisition Research highlights that fostering autonomy enhances motivation, collaboration, and responsibility among learners, resulting in more effective educational outcomes Moreover, this autonomy extends beyond the classroom, enabling students to seamlessly apply their skills to various activities in their lives Ultimately, autonomous learners develop into lifelong learners, empowering them to shape their own realities.

Learner autonomy is primarily defined by reflective engagement in the processes of planning, implementing, monitoring, and evaluating learning While this concept is widely acknowledged among scholars, various researchers also propose additional attributes that enhance the understanding of learner autonomy.

According to Scharle and Szabo (2000), an autonomous student must develop four essential components: motivation and self-confidence, monitoring and evaluation, learning strategies, and cooperation and group cohesion Motivation and self-confidence highlight the importance of intrinsic motivation and personal responsibility in the learning journey, while cooperation and group cohesion emphasize the necessity of collaboration among learners Monitoring skills focus on the learning process rather than just the outcomes, and self-evaluation allows learners to objectively assess their work, recognizing their strengths and weaknesses.

Deci (1995) outlines three key pedagogical principles of autonomy, emphasizing the importance of "learner involvement," which aligns with motivation and self-confidence as noted by Scharle and Szabo (2000) He also highlights "learner reflection," which pertains to self-monitoring and self-evaluation Additionally, Deci introduces the concept of "appropriate language use," suggesting that autonomy in language learning and usage are interconnected aspects of communication This indicates that the extent of learner autonomy in formal language education is limited by the learner's proficiency in the target language, underscoring that effective language learning is fundamentally reliant on active language use; for example, one can only learn to speak by engaging in conversation.

Speaking skill

1.2.1 The nature of speaking and characteristics of an effective speaking lesson

Speaking skills are crucial for assessing language proficiency, as they represent the ability to communicate effectively (Pattison, 1987) Mastery of a language enables individuals to build and sustain social connections while also facilitating career growth Speaking serves two main purposes: the transactional function, which focuses on conveying information, and the interactional function, which emphasizes nurturing social relationships.

To effectively learn a language, active participation in speaking is essential Implementing communicative activities in the classroom helps students develop both accuracy and fluency in their speech skills.

Penny Ur (1996) outlines four key characteristics that define an effective speaking lesson, providing a comprehensive framework to assess its success These characteristics serve as essential criteria for determining the effectiveness of speaking lessons in language education.

In learner-centered activities, students engage in discussions for the majority of the allotted time, with minimal teacher interference This approach fosters active participation and enhances the learning experience.

 Participation is evenly distributed among learners

 All group members are motivated in the activities thanks to an interesting topic or their desire to achieve the task objective

 Language use is appropriate, easy to understand and quite accurate

Active participation is crucial in assessing a speaking lesson, as effective language instruction hinges on students using the target language According to Deci (1995), autonomy in language learning necessitates active language use, which is essential for achieving lesson objectives Equal involvement among students is vital; if one student dominates discussions, it can hinder communication and undermine the lesson's effectiveness Therefore, it is important to motivate all students to engage actively in group activities to foster a productive learning environment.

Ur (1996) emphasizes the importance of balancing accuracy and fluency in speaking lessons, highlighting that while fluency and meaning should be prioritized, accuracy must not be overlooked Ensuring accurate communication is essential for conveying the intended message effectively Without proper correction and focus on accuracy, students risk fossilizing their mistakes, which can impede their progress towards advanced proficiency in the target language.

Grounded in the literature, the hereinafter characteristics of an efficient speaking lesson are drawn out, serving as the criteria for the assessments of my experimental speaking lessons

Exploring the relationship between learner autonomy and speaking skills is essential, as it highlights how autonomy is expressed in this area This section focuses on identifying the key characteristics of learner autonomy in speaking and the effective practices that can enhance this skill.

Thornbury (2006, pp 87-92) puts forward five characteristics of an autonomous speaker:

 Speed: working fast, spontaneously and coping with unpredictability

 Economy: ignoring inessentials and knowing how to carry out tasks with minimal means

 Accuracy: being quick at detecting and rejecting errors

 Anticipation: thinking and planning ahead

 Reliability: being versatile, i.e performing a range of different speaking tasks range of different topic, and being reliable even adverse conditions

The autonomy in language speaking is closely linked to the increased automaticity of language production, which contributes to a sense of fluency As learners become more adept at automating the mechanical

Along similar line, Rubin and Thompson (1994, p 75) gives several techniques which autonomous students often use in speaking skill:

 Rehearsal: rehearsing the situation in their heads to make sure they can do it or rehearsing with another students

 Automatic use: imagining what they would say in the foreign language in different situations (when they are in a store or restaurant, etc.)

 Paraphrasing: trying to say something in another way

 Topic changing: switching to the topic they know to maintain interaction in the target language

In the socio-cultural context, autonomy refers to the ability to self-regulate one's performance by mastering skills that were previously guided by others In the classroom, it is essential for learners to have the opportunity to discuss topics of their own choosing The development of autonomy in speaking involves three key phases: it begins with awareness-raising activities that teach the characteristics of spoken language, followed by targeted exercises to help learners gain control over these features, ultimately leading to their full autonomy as independent speakers across various spoken genres.

To enhance learner autonomy, it is essential to incorporate speaking-focused activities from the previously discussed techniques Effective options include homework assignments, tape diaries where students record their spoken reflections for teacher feedback, and audio or video conferencing for real-time communication Additionally, human-computer interaction through programs like "chatterbot" allows students to practice speaking with a computer, while oral portfolios enable learners to articulate their out-of-class speaking experiences.

In summary, the process of enhancing learner autonomy involves three key phases: raising awareness, changing roles, and transferring roles This process necessitates students' active engagement in internalizing the target language, which is closely linked to their success in acquiring language skills Additionally, teachers play a vital role as awareness raisers, facilitators, counselors, motivators, and resources throughout this journey Based on existing literature, conducting action research is essential, structured around two modules The first module focuses on increasing students' awareness of autonomy and the nature of second language acquisition, followed by assignments designed to cultivate autonomous learning habits among students.

AN OVERVIEW OF TEACHING AND LEARNING SITUATION

English department at VUC

Established in 2007, the English Department at VUC aims to equip students with strong English skills for successful careers, particularly in enterprises Students aged 18-20 from diverse regions of Vietnam must pass entrance exams in English, literature, and math, with a focus on grammar and reading proficiency through multiple-choice questions (MCQ) Each year, the department welcomes over 200 new students.

The English Department of VUC comprises thirty-five teachers aged between 25 and 57, with a significant majority (80%) being young educators Most of these young teachers hold a bachelor's degree in English language teaching, while others are pursuing MA or MBA courses Only a small percentage of senior teachers, aged 40 to 57, have undergone training through in-service programs Overall, the teaching staff is characterized by their eagerness for knowledge, energy, and commitment to enhancing the quality of their teaching methods.

The teaching syllabus for speaking skill

The English major program offers a comprehensive language approach with integrated activities, requiring a total of 141 credits over six semesters Of these credits, 72 are dedicated to developing four essential language skills, while 36 credits focus on various English courses such as phonetics, semantics, literature, business, and translation The remaining credits are allocated to general subjects taught in Vietnamese for all VUC students.

The "Business" series (Pre-intermediate, Intermediate, and Upper-intermediate) by Karen Richardson, Marie Kavanagh, John Sydes, and Paul Emmerson is the textbook utilized for developing students' four language skills This series follows a communicative approach, with each unit consisting of six sections: reading, listening, speaking, writing, and a case study The curriculum integrates the four skills throughout the syllabus, ensuring a comprehensive learning experience.

In the assessment structure for first-year English students, participation and attendance account for 10% of the total mark, mid-term tests and presentations contribute 30%, and the final test constitutes 60% The objective for these students is to reach a Pre-intermediate level, enabling them to effectively communicate in social situations and grasp essential business terminology, as outlined in VUC's speaking syllabus for first-year English majors (2007).

In their first year, students engage in four English courses: English I.1, I.2, I.3, and I.4, each worth three credits This structure provides a total of 42 class periods, along with 15 periods dedicated to group presentations and another 15 for self-study, with each period lasting 50 minutes The syllabus is designed around thematic content to enhance learning.

1 Living abroad Making small talk

2 Dealing with customers Telephoning-handling complaints

3 Operations Presentations – signposts and stepping stones

6 The organization Interrupting in meetings

7 The stock markets Negotiators – making offers, agreeing deadlines

8 Going global Presentations – handling questions

In this educational framework, students engage with four units per semester, divided into two stages, each lasting six weeks and comprising two units worth three credits This action research is conducted during stage two of the syllabus, focusing on units 3 and 4 It has been observed that the speaking techniques taught are limited, which is particularly concerning given that many students possess only an elementary level of speaking skills To address these challenges, teachers need to develop additional materials to support students in overcoming difficulties in their learning process.

The opportunities and constraints of the context

2.3.1 The opportunities of the context

The English Department at VUC presents unique opportunities for teaching and learning, as students from various regions of Vietnam contribute diverse backgrounds and identities Additionally, the department boasts a team of young, dynamic teachers who are enthusiastic and eager to implement positive changes However, despite these advantages, several limitations hinder optimal teaching and learning outcomes.

2.3.2 The constraints of the context

Constraints in the program arise from various stakeholders, particularly students who, despite being intrinsically and extrinsically motivated, struggle to invest sufficient time and effort into English learning Their quick gratification from securing university placements, coupled with ingrained dependency attitudes, hinders their commitment to mastering the language.

Effective language learning requires a high level of commitment, as low engagement leads to poor outcomes Students often focus solely on grammar and reading skills for entrance exams, resulting in limited communicative competence While they may excel in multiple-choice grammar tests, many struggle to write clear and correct sentences, indicating inadequate negotiation of meaning Furthermore, opportunities to interact with native speakers are scarce, hindering their practical language use Additionally, traditional teacher-centered methods in primary and secondary education discourage student participation, as students are conditioned to accept teachers' authority without question This lack of proactive engagement limits their ability to participate in meaningful interactions.

In summary, the diverse backgrounds of a young and enthusiastic group of teachers and students enhance the teaching and learning environment However, challenges arise from an unfavorable language environment and non-autonomous learning methods, making it difficult for teachers to improve students' English proficiency.

METHODOLOGY

Research question

In order to meet the objective of the study, the following research question is generated:

Raising students' awareness of learner autonomy is crucial for enhancing their speaking skills, particularly for first-year English majors at the University of Commerce By implementing targeted activities that promote self-directed learning, students can develop greater independence and confidence in their speaking abilities This approach not only fosters a deeper understanding of the learning process but also encourages students to take ownership of their education, ultimately leading to improved language proficiency and communication skills.

Subjects of the study

In a class of 28 students aged 18-20, predominantly female, there is a noticeable resistance to modern teaching methods and disappointing academic outcomes, prompting the need for change These students often experience significant stress when expected to engage actively in their learning, a pressure rooted in their traditional educational backgrounds where independent expression was discouraged This reliance on teacher-led instruction has led to misunderstandings and a lack of respect for collaborative learning approaches To foster a more empowering educational environment, it is essential to shift their attitudes towards independent study Freshmen transitioning from secondary to university education require support in becoming autonomous learners, which will lay the groundwork for their future academic success and lifelong learning.

Research design

Action research empowers researchers to critically examine and enhance their own practices, offering a structured approach to refine existing methods (McNiff, 2002) This process benefits all stakeholders by improving teaching effectiveness and fostering learner efficiency While practitioners often reflect on their work, action research stands out due to its systematic nature and theoretical foundation guiding interventions (O'Brien, 1998).

The study focuses on enhancing teaching methods and promoting learner autonomy in speaking skills, which necessitates extensive practice Therefore, action research is prioritized to achieve the goals of the study effectively.

The researcher identified a low level of student autonomy through classroom observations and discussions with colleagues, prompting her to seek solutions She investigated the underlying causes and explored literature on learner autonomy, which informed her approach To address the issue, she implemented activities aimed at raising student awareness and altering attitudes, as suggested by Scharle and Szabo (2000), alongside her own designed activities, collectively referred to as "the project." Throughout the intervention, she conducted six observations of the class, occurring every two lessons Post-intervention, the effectiveness of the project was assessed through questionnaires and interviews, providing evidence of changes in students' autonomy levels.

The autonomy-raising project, executed over two modules during the second semester of 2009-2010, aims to enhance students' speaking skills and confidence through a structured action plan The first module focuses on awareness-raising activities and essential speaking strategies, while the second module emphasizes practical speaking practice to solidify these skills This dual approach is crucial, as merely raising awareness is insufficient for increasing autonomy Students are encouraged to select and engage in various autonomy-fostering activities, preparing at home and reporting their outcomes in subsequent lessons To assess the effectiveness of the project, questionnaires, interviews, and classroom observations are conducted, with interviews facilitated by a separate English Department teacher to ensure unbiased feedback The data collected aims to evaluate students' perceptions of the activities, improvements in their speaking competence, and their development of autonomy in speaking.

Content Targeted areas of awareness

1 1 - Introduce the course schedule and assessment scheme

- Discuss autonomy and nature of speaking, nature of group work explicitly (Activity 1+2)

- Have students complete a questionnaire on „What sort of Learner awareness language learner are you?‟ (Activity 3)

- Learning process awareness and awareness-raising

2 - Discuss and practice strategies, and solutions in peaking English (Activity 5)

- Introduce the learner autonomy-fostering project

- Have students sign a contract of commitment

- Find common mistakes in using English (Activity 4)

2 3-5 - Home assignment and information sharing

6-9 - Home assignment and report 1 - changing attitudes

- bolster confidence 10-12 - Home assignment and report 2 - changing attitudes

13 - Implement Evaluation questionnaires and interviews

3.3.1 Description of data collection instruments

Questionnaires are invaluable tools for gathering quantitative data due to their efficiency in both collection and analysis In this study, the researcher utilized questionnaires (refer to Appendix 4) to monitor students' progress in developing autonomy in their speaking skills.

This study diverges from traditional action research by utilizing a single questionnaire at the conclusion of the interventions, focusing on students' reflections on their attitude changes This approach acknowledges that changes in autonomy can be both positive and negative, which may obscure true progress if only aggregate results are considered For instance, if five students become more autonomous while another five become less so, the overall results may misleadingly suggest no impact from the project Therefore, allowing students to self-evaluate their autonomy levels provides a clearer understanding of the project's actual effects and highlights areas for further investigation.

The questionnaire consists of four sections of multiple-choice questions and a section for open comments The first part aims to assess students' attitudes and performance regarding the project, highlighting their commitment and indicating their level of autonomy.

Part 2 is used to find out whether the project improves the students‟ speaking proficiency It was created by the researcher based on the criteria of speaking autonomy pointed out by Thornbury (2006) and Rubin and Thompson (1994) in the literature review part (part 2.2.3) The data can not only show the level of students‟ proficiency but also operate as an indication of their improvement of their autonomy in learning speaking skill

Part 3 is an adaptation of Broady (1996) and Chu, Lee, Sakai, and Takagi (2008) It is used to discover the students‟ changes of attitudes towards learning in general

Part 4 is used to reconfirm the conclusions drawn from part I, II, III It is also used to find out if there are any inconsistencies in answering the questions in the 4 parts

The various components aim to determine the level of autonomy achieved following the intervention Additionally, to enhance data reliability, the questionnaire was translated into Vietnamese (refer to Appendix 5).

Semi-structured interviews were conducted to gain deeper insights into the issues identified in the questionnaires, allowing for a more detailed exploration of each topic A random selection of five students from a total of 28 participated in these interviews to share their perspectives on the project To ensure reliability, a colleague with a Master's degree in TESOL and a strong interest in the research was invited to conduct the interviews, aiming to enhance the overall understanding of the situation.

The researcher conducted six observations to assess student participation and autonomy in speaking lessons Utilizing an observation sheet adapted from Nunan's 1995 framework, this tool aims to gather comprehensive information on student involvement in classroom activities The observations focus on the class as a whole rather than on individual students.

Many students are accustomed to traditional teacher-centered learning methods, making the transition to self-directed learning and active classroom participation a new experience It is essential to allocate time for students to become aware of their learning processes and to empower them during their university education The initial activities in the first two meetings focus on fostering this awareness and empowerment.

 Activity 2: Nature of speaking skill

 Activity 3: Comparing preferences in learning (adopted from Scharle & Szabo (2000, pp 16-18))

 Activity 4: Spot the errors (adapted from Scharle & Szabo (2000), pp.53-54)

(For further information on these activities, see Appendix 1)

The initial three activities focus on raising awareness among students about learner autonomy, the nature of speaking skills, and their individual learning preferences, facilitating discussions in both English and Vietnamese The fourth activity boosts students' confidence by highlighting that even foreigners make language mistakes In the fifth activity, students are tasked with identifying solutions to their speaking challenges, after which they receive a collection of common functional expressions (refer to Appendix 9) and practice the techniques they have developed.

Motivation plays a crucial role in project execution, with students earning a bonus point added to their 30% midterm and presentation total for each successfully completed task, which is valued at 20% Attendance and participation contribute 10%, midterm tests and presentations account for 30%, and the final test comprises 60% of the overall grade This highlights the importance of motivation in fostering commitment to the project, making it essential to monitor progress consistently.

DATA ANALYSIS AND FINDINGS

Students‟ performance and attitudes towards the project

Table 1 highlights students' commitment and attitudes towards the project, showcasing their responses to various items that were deliberately disorganized to enhance the validity of the findings Each item presents the number of students who either agree or disagree, followed by the corresponding percentage based on a total of 28 students.

No ATTITUDES AND ACTIVITIES Disagreement

Agreement (3+4) 1.1 I find the selected activities interesting 3 (11%) 25 (89%) 1.2 When doing the activities, I spoke English a lot with my friends

1.3 My friends cooperated well to fulfill the task 3 (11%) 25 (89%) 1.4 My partners seemed to be interested in doing the task 3 (11%) 25 (89%) 1.5 I chose the topics which attracted my attention 4 (14%) 24 (86%) 1.6 I used Vietnamese whenever I couldn‟t find the word in English

1.7 I had a purpose in mind when choosing what to read for my assignments

1.8 The topics which I used to select were as easy for me to prepare as possible

1.9 When we finished the task before the other pairs, we didn‟t do anything else

1.10 I kept a record of my assignment for revision 6 (21%) 22 (79%)

Table 2: Students’ attitudes and performance during the project

(Note: 1 Strongly disagree 2 Disagree 3 Agree 4 Strongly agree

Percentages combine the “strongly disagree”+“disagree” for the heading “Disagreement” and “strongly agree” + “agree” responses for the heading “Agreement”)

A significant 89% of students find the project enjoyable and motivating, as revealed by questionnaire results Key factors contributing to their motivation include the flexibility to select topics of interest, the opportunity to discover and incorporate new vocabulary into their speech, an awareness of their personal learning styles, and an effective learning process This feedback was corroborated by insights gathered from 28 questionnaires and interviews.

This project enhances my understanding of the field I've studied by providing me with a range of words and expressions to use in conversation It serves as a valuable tool for reflecting on my language learning progress and acts as a structured plan for my ongoing studies.

The speaker expresses a desire to avoid repetitive topics in weekly discussions, finding them uninteresting They emphasize the importance of broadening subject matter beyond textbook limitations to prepare for diverse situations in future employment The speaker appreciates how the project allows for exploration of varied topics, enhancing their learning experience.

I find it fascinating to observe how words and structures are utilized in context, and I strive to incorporate them into my spoken language It's rewarding to see my passive vocabulary and grammatical structures transform into active usage.

The participants demonstrate a strong motivation for the project and a keen interest in developing their speaking skills Their linguistic curiosity is evident as they actively engage with the language, recognizing its features and striving to internalize them Furthermore, they credit their growing self-confidence for their ability to speak in front of larger audiences, which enhances their sense of learner responsibility and propels their overall learning process.

The data presented in Table 1 highlights a strong commitment to the project among students, with approximately 80% selecting topics that were both interesting and challenging (questionnaires items 1.5, 1.7, 1.8, interview question 2) Notably, 79% of students approached their topic selection with a clear purpose, actively seeking motivating subjects, and four out of five interviewees discussed planning topics for different weeks During the activities, students were engaged and utilized the target language for communication, although six admitted to using Vietnamese in instances where paraphrasing was ineffective or when discussing complex technical terms (questionnaire items 1.2, 1.6) One interviewee noted the difficulty of expressing certain concepts in English, particularly related to fruit or diseases (interview question 2) Additionally, 79% of students reported keeping records of their assignments for review, indicating a conscious effort in self-planning and future topic selection for subsequent semesters.

Students demonstrated effective cooperation while working in pairs, with 25 participants finding their partners engaging and willing to maintain conversations (questionnaire items 1.3, 1.4) This aligns with the same number of students expressing interest in the project activities (questionnaire item 1.1) The minimal variation in wording between items 1.3 and 1.4 did not affect student responses, reinforcing the validity of the data Consequently, it can be concluded that students genuinely enjoy collaborating with one another, supported by their teacher's guidance.

Session IV of the questionnaire serves to find out the explicit benefits of the project to the students The results are summarized as follows (see appendix 6 for raw data)

The project helped me: Disagreement Agreement

4.1 improve my English speaking proficiency 7% 93%

4.2 make and complete a plan to improve my English 7% 93%

4.3 learn ways to study by myself 7% 93%

4.4 acquire a number of active words, phrases and expressions on different fields

Table 3: The benefits of the projects to the students

Table 2 indicates that students valued the projects for enhancing their language proficiency and fostering learning independence Notably, 93% of students reported that the projects improved their speaking skills and taught them how to take charge of their own language learning Additionally, all participants recognized the linguistic benefits gained from the project.

The survey revealed a notable disparity regarding the future continuity of the project, as illustrated in Chart 1 A significant number of students indicated a willingness to engage in similar self-directed activities for their future language learning, suggesting a shift towards greater autonomy Notably, 50% of students expressed enjoyment in continuing the project, regardless of assessment, due to the benefits they gained from the experience Additionally, 14% demonstrated a strong commitment to the project, indicating a considerable development in their autonomy.

Statistics reveal that 36% of students in Vietnam would decline to participate in similar projects if not evaluated by a teacher, highlighting the emphasis on qualifications and certificates in the recruitment process This finding serves as a motivation for students, many of whom expressed a desire for personalized learning experiences and the freedom to select their own activities Interestingly, this preference for autonomy does not indicate a lack of progression toward independent learning; rather, these students demonstrate a greater level of autonomy compared to their peers.

Figure 2: Students’ opinions on the continuity of a similar project

The findings suggest that even a small group of unmotivated students, who initially viewed the project as unworthy or preferred traditional teacher-led instruction, can become engaged under certain circumstances The potential for high scores serves as a motivating factor, encouraging them to commit to the project Notably, these students benefited from the project through enhanced cooperation and increased exposure to learning Overall, most students demonstrated a positive attitude toward the project, indicating a serious approach that reflects their growing learner autonomy.

The observations indicate a notable increase in student involvement and motivation over the 12-week awareness-raising activity The accompanying line chart illustrates a steady upward trend in students' engagement from lesson to lesson, highlighting the effectiveness of the interventions in enhancing their participation.

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 lesson 1 lesson 3 lesson 5 lesson 7 lesson 9 lesson 11

Le v e l of i nv ol v e m e nt

Figure 3: Level of students’ involvement during the project

Student‟s speaking proficiency

The project revealed significant improvements in students' speaking skills, showcasing increased autonomy and fluency in conversations The classroom atmosphere has notably transformed, with positive interactions replacing previous silence To assess the progress in speaking proficiency, Section II of the questionnaire serves as a valuable supplement to these findings.

2.1 I feel that I now can work faster and cope with unpredictability spontaneously

2.2 I try to use what I have already known to speak without hesitations

2.3 When I encounter difficulties in communication, I use paraphrasing

2.4 If the conversation tends to break down, I use functional language to maintain it 4 (14%) 24 (86%)

2.5 I communicate ideas rather than constructing completely grammatically correct sentences 5 (18%) 23 (82%) 2.6 I don‟t care about accuracy at an expense of fluency 22 (78%) 6 (22%)

2.7 I am able to perform a range of speaking tasks on different topics

2.8 I figure out Vietnamese version in mind before creating the English version

Table 4: Students’ self-evaluation of their speaking skill

A significant 93% of students demonstrate fluency in speaking, effectively utilizing paraphrasing and functional language alongside their vocabulary to convey their intended messages While they prioritize expressing main ideas, these students also strive for accuracy in their speech Rather than translating from Vietnamese to English, an impressive majority of 93% focus on thinking and communicating directly in English.

These comments are typical of students participating in the research:

While I may not have fully achieved all my goals, I have significantly improved my speaking skills, becoming more fluent and natural in conversations I can effectively manage discussions using functional language and an active vocabulary However, I recognize the need to expand my active word usage further.

Through this project, I not only learned new vocabulary but also found that my existing knowledge of words helped me better understand meanings and engage in conversations more effectively.

The advancements in students' speaking skills align with Deci's perspective, highlighting that learner autonomy is inherently limited by the learners' abilities in the target language.

(1995) They now can speak English without much hesitation and develop their autonomy as well.

Students‟ attitudes towards learning process

To examine the shift in students' attitudes towards learning, a questionnaire consisting of 10 items was developed, specifically targeting perceptions of autonomy Each item required responses reflecting both pre- and post-project attitudes For the purposes of this study, these responses are treated as equivalent and demonstrate a consistent positive trend For example, Question 1 serves as an illustration of this approach.

1 Language learning involves a lot of self-study 1 2 3 4 + Before the project

The assessment of student attitudes towards learning reveals a spectrum of changes, categorized as follows: 0% of students exhibited significant change, while 82% demonstrated slight change, and 18% experienced significant change A movement downward to the right indicates a shift towards greater autonomy in learning, with each step in the positive direction earning one point Notably, a transition between opposing opinions, such as from "disagree" to "agree," is valued at two points A total score of 10 points or more signifies a considerable change, while scores between 1 and 10 indicate slight change, and a score of 0 reflects no change Frequent selections of specific items were also analyzed to gain further insights into these shifts.

Figure 4: Students’ changes in their perception of learner autonomy

The result demonstrates that 100% of the students have some changes in their perception,

A significant majority of students, 23 out of 28 (82%), are experiencing a notable shift in their attitudes towards learning, indicating a readiness to take initiative in the future While 28 students acknowledge the importance of self-study and the responsibility for their own learning, they still place a high value on teacher-led instruction Most students believe that they can only improve through classroom engagement and express a desire for more detailed explanations from their teachers.

The responses to items 3.7, 3.9, and 3.10 indicate a significant level of agreement, with around 60% of participants believing that language exercises are valuable when evaluated by a teacher This suggests that students have not fully embraced autonomy in their learning and still require guidance to take greater responsibility Additionally, the learning culture in Vietnam emphasizes high scores as essential for job opportunities, highlighting the need for teachers to motivate students by creating avenues for achieving high scores while also enhancing their competencies.

Students reported benefiting from strong cooperation with friends, noting that "the presence of a partner is of great help." This collaborative spirit reflects the essence of autonomous learning, as they worked harmoniously together Despite facing challenges such as time and distance constraints in meeting their partners, they effectively managed to stay on schedule by utilizing internet chat voice, taking advantage of breaks at school, and preparing thoroughly at home.

The results confirm that students experienced significant improvements in their meta-cognitive awareness and speaking competence after participating in the project This finding provides valuable insights into the students' journey toward achieving autonomy in their learning process.

The study demonstrates that students are becoming increasingly independent and proactive in their learning, thanks to their involvement in the project It reveals that participants have enhanced their meta-cognitive awareness and speaking proficiency, indicating a shift towards autonomous learning Overall, the findings suggest a positive trend in student motivation and a recognition of their ability to control their own learning While there are variations in individual effectiveness among students, a strong commitment to learning significantly contributes to their success in managing their educational journey.

Research indicates that raising awareness about learner autonomy significantly enhances speaking skills among first-year English majors at the University of Commerce The implementation of targeted autonomy awareness activities not only fosters greater independence in learning but also elevates students' speaking proficiency to a higher level.

Conclusions

To foster greater learner autonomy, a 12-week intervention program was implemented, where students signed a learner contract and engaged in explicit discussions about autonomy They were provided with speaking strategies and functional language, followed by speaking assignments in subsequent weeks to encourage a shift in learning roles The analysis utilized data from various sources, including questionnaires, interviews, observations, and student discussions.

The author's initiatives to enhance student autonomy in speaking lessons proved effective, as evidenced by learning behaviors, questionnaire data, and interview responses The intervention significantly increased student autonomy, leading to moderate improvements in both their spoken English and self-awareness of language mechanics Consequently, students developed greater self-confidence and heightened motivation to continue their learning journey in class.

To enhance student autonomy and responsibility for their learning, it is essential to equip them with a strong understanding of the learning process and effective strategies Empowering students to increase their speaking practice and take on teaching roles can foster independence, while ensuring they do not become overly reliant on teacher support Additionally, implementing learner contracts can help maintain student commitment to their educational journey.

Recommendations

Basing on the findings the thesis is concluded with several recommendations for improving students‟ autonomy:

The study reaffirms Scharle and Szabo's framework for transitioning to learner autonomy, which involves three key phases: raising awareness, changing attitudes, and transferring roles Teachers play a crucial role in making students aware of their responsibilities in the learning process, both implicitly and explicitly It is essential for educators to encourage active engagement through language use, such as maintaining portfolios, journals, or completing assignments; otherwise, efforts may fall short and become mere lip service Once students recognize the tangible benefits of this approach, they are likely to embrace it, as actions often speak louder than words.

- To improve students‟ autonomy in learning speaking skill, beside such exposure intensity, teachers should create a cooperative learning environment as speaking means communicative and social interaction

The level of autonomy among students is crucial in determining the appropriate educational stage and focus Students with low autonomy should engage in activities aimed at raising awareness and shifting attitudes, while those with higher autonomy can participate in more complex tasks that involve greater teacher-like roles.

At the start of the semester, students, particularly those with lower autonomy, should be encouraged to create and implement a structured plan while maintaining evidence of their progress For speaking portfolios, it is recommended to utilize students' reading materials or available recordings as proof of their efforts.

Learner autonomy emphasizes student self-instruction, but it is essential to recognize the pivotal role teachers play in this process While fostering independence in learning, it is often assumed that students should bear all responsibilities from the outset This misconception can lead to students feeling neglected, as they may perceive a lack of support from their teachers.

To enhance self-efficacy, students should be gradually introduced to increased responsibilities The extent of control given to students should be tailored to their individual learning styles and their position on the autonomy continuum, reflecting their perceptions of autonomous learning.

A learner contract serves as an effective tool for fostering learner autonomy by clearly outlining learning objectives and plans It helps solidify these concepts in the learners' minds, instilling a sense of commitment to their educational requirements Therefore, it is essential to implement the learner contract prior to the commencement of any study.

High scores serve as a significant motivational factor for students involved in autonomy-enhancing projects In Vietnam, where academic qualifications are highly valued, achieving high scores is often seen as a key motivator for students This aspect should be carefully considered in the process of fostering student autonomy.

Autonomy can be perceived differently depending on the context, making it essential for autonomy-enhancing activities to be relevant to both the specific environment and the time period in which they occur.

Limitations

This action research faces several limitations, primarily due to the restricted timeframe for the experimental lessons Students only progressed through the initial stages of raising awareness and role changes, suggesting that extended learning time could yield significantly better outcomes Additionally, the study involved only one English-major class, which complicates broader generalizations Furthermore, the findings primarily rely on questionnaires, with interviews and observations that may introduce subjectivity; therefore, incorporating standardized testing methods to evaluate speaking proficiency would enhance the research's validity.

Suggestions for further study

The identified limitations highlight the necessity for additional research focused on enhancing student outcomes It is essential to expand the concept of learner autonomy beyond a single sample class, advocating for its implementation on a broader scale.

This study employs true experimental research to minimize variables in the investigation of speaking skills, while also exploring other activities that promote autonomy and enhance assessment capabilities Although the focus is primarily on speaking, future research could expand to include additional skills Furthermore, it is essential to examine the extent to which students maintain their commitment levels and effectively utilize the skills acquired in subsequent semesters.

Ali, S Y (2000) An Introduction to Electronic Portfolios in the Language Classroom The Internet TESL Journal, VI (11) Retrieved from http://iteslj.org/Articles/Thanasoulas- Autonomy.html

Barnett, L (1993) Teacher off: computer technology, guidance and self-access System, 21(3) pp 295-304

Barrett, J & Daborn, E (2001) Assisting The Transition From Secondary To Tertiary Learning: A Case Study From The Middle East TESOL Arabia Newsletter, June 2001 Retrieved from http://ilearn.20m.com/research/transition.htm

Broady, E ( 1996) "Learner Attitudes towards Self-Direction" Promoting Learner Autonomy in University Language Teaching Eds E Broady and M.M Kenning London: CILT 215-36

Broady, E., & Kenning, M (1996) Learner autonomy: An introduction to the issues In

Promoting learner autonomy in university language teaching The Association for

French language Studies (AFSC) with the Center for Information in Language Teaching Research London: Middlesex University Printing

Candy, P C (1991) Self-Direction For Lifelong Learning: A Comprehensive Guide To Theory And Practice San Francisco: Jossey-Bass

Chu, M P., A., Lee, S., Sakai, S., & Takagi, P (2007) Teachers‟ roles in developing learner autonomy in the East Asian region Journal of ASIA TEFL, 5 (1), pp 97-121

Coombe, C (2001) Using Self-Assessment in the Classroom: Rationale and Suggested Techniques Dubai, UAE: United Arab Emirates University

Deci E.L (1995) Why We Do What We Do: Understanding Self-Motivation New York:

Dickinson, L (1987) Self-Instruction In Language Learning Cambridge: Cambridge

Dickinson, L (1995) Autonomy and motivation: A literature review System, 23 (2)

Emmerson, P., Kavanagh, M., Richardson, K., & Sydes, J (2008) The Business Pre- Intermediate Oxford: Macmillan

Holec, H (1981) Autonomy in Foreign Language Learning Oxford: Pergamon Hua

Kavaliauskiene, G (2003) Two Activities for Fostering Two Activities for Fostering

Autonomous Learning The Internet TESL Journal, IX (7) Retrieved from http://iteslj.org/Lessons/Kavaliauskiene-Autonomy2.html

Kelly, G (1963) A Theory of Personality New York: Norton

Lee, I (1998) Supporting Greater Autonomy in Language Learning ELT Journal, 52 (4) pp.282-289

Little, D (1991) Learner Autonomy 1: Definitions, Issues and Problems Dublin: Authentik Little, D (1999) Developing Learner Autonomy In The Foreign Language Classroom: A Social-Interactive View Of Learning And Three Fundamental Pedagogical Principles

Littlewood, W (1999) Defining and developing autonomy in East Asian contexts Applied Linguistics, 20, pp 71-94

Luchini, P & Rosello, A (2007) Developing Learners‟ Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina The Journal Of Asia Tefl, 4 (4) , pp 245-271

Lynch, T (2001) "Promoting EAP Learner Autonomy in a Second Language University Context" In John Flowerdew and Mathew Peacock (Eds) Research Perspectives on English for Academic Purposes Cambridge: Cambridge University Press pp 390-403

Malcolm, D (2001) Self-Directed Activities in a Credit EAP Course TESOL Arabia Conference Dubai: Diane Malcolm Arabian Gulf University Bahrain

McNiff, J (2002) Action Research For Professional Development: Concise Advice For New

Action Researchers 3rd Edition Retrieved from http://jeanmcniff.com

In a case study by Nakayama (2000), the development of student autonomy was explored within a portfolio-oriented English class at a Japanese senior high school The research highlights the significance of portfolio-based learning in fostering independent learning skills among students By integrating reflective practices and self-assessment, the study demonstrates how such an approach enhances language acquisition and personal growth The findings suggest that implementing portfolio systems can effectively empower students, leading to greater ownership of their learning process This case study contributes valuable insights into innovative teaching methodologies in English language education.

Nunan D (1995) Language Teaching Methodology A Textbook for Teachers New York:

Nunan, D (1997) Designing and adapting materials to encourage learner autonomy In: P Benson & P Voller (Eds.) Autonomy And Independence In Language Learning

O'Brien, R (1998) Action Research Methodology: An Overview Of The Methodological

Approach Of Action Research Retrieved from http://web.net/~robrien/papers/arfund.html

Pattison, P (1987) Developing communication skill Cambridge: Cambridge University Press Peirce, B N (1995) Social identity, investment, and language learning TESOL Quarterly, 29, pp 9-32

Riley, P (1988) "The Ethnography of Autonomy." In A Brookes and P Grundy (Eds.)

Individualization and Autonomy in Language Learning London: Modern English

Rubin, J & Thompson, I (1994) How To Be A More Successful Language Learner: Toward

Learner Autonomy Boston: Heine & Heinle

Scharle, A & Szabo, A (2000) Learner Autonomy: A Guide To Developing

Learner Responsibility Cambridge: Cambridge University Press

Thornbury S (2006) Speaking: Awareness, Appropriation, and Autonomy London Pearson Longman

Tudor, I (1996) Learner-centredness as Language Education Cambridge: Cambridge

In "A Course in Language Teaching," Ur (1996) explores effective methodologies for language instruction, emphasizing the importance of engaging teaching practices Additionally, Voller (1997) discusses the teacher's role in fostering autonomous language learning in the edited volume "Autonomy and Independence in Language Learning," highlighting the balance between guidance and learner independence Together, these works underscore the significance of both structured teaching and learner autonomy in achieving successful language acquisition.

Wenden, A (1998) Learner Strategies for Learner Autonomy New York: Prentice Hall Wenden, A.& Rubin, J (eds.) (1987) Learner Strategies in Language Learning Engle- wood Cliffs: Prentice Hall International

Zuengler, J & Miller, E (2006) Cognitive and Sociocultural Perspectives: Two Parallel SLA Worlds? TESOL Quarterly, 40 (1), pp 9-34

Main goal: discovering learner autonomy

In this procedure, students receive a list of actions to evaluate their level of autonomy in learning by ticking the options that reflect high autonomy Following this activity, the entire class collaborates to define the concept of autonomy and its key characteristics.

Students must understand the concept of autonomy and engage in group discussions comparing the roles of autonomy among Vietnamese and Western students They should also explore effective methods to promote autonomy in learning, particularly in speaking skills It is important to conduct these activities in Vietnamese to ensure a clear understanding of this essential concept.

Activity 2: Nature of speaking skill

Main goal: comprehending all factors of speaking skill

Procedure: Students work in groups to discuss the following questions

- How important is speaking skill to you and to the second language acquisition?

- How can you develop your speaking skill?

- Are group work and pair work important in speaking skill? Why or Why not?

- What should students do to contribute to the success of speaking lessons?

After the group discussion, the representative of groups will make a summary and report to the class Finally, the teacher recaps on the issue and make some relevant comments

Activity 3: Comparing preferences in learning

(adopted from Scharle and Szabo (2000, pp 16-18))

Main goal: discovering learning styles

Preparation: questionnaires on types of learning activities (see Appendix 2)

Procedure: Teacher provides students questionnaires on what types of learning activities students like best learn, so that the teacher can make the lessons more effective

Teacher asks them to fill the questionnaire individually

Students collaborate in groups to discuss and analyze their preferences, identifying one activity they all enjoy and another that evokes mixed feelings They are encouraged to articulate the reasons behind their choices, fostering a deeper understanding of their individual tastes and group dynamics.

The answers are collected for later analysis by the teacher

(adapted from Scharle and Szabo (2000, pp 53-54 )

Main goal: enhancing students‟ self-confidence

This activity highlights the communicative function of language, as correcting errors in printed materials or public announcements can boost students' self-confidence and reduce their hesitation in using a foreign language To enhance engagement and motivation, students are provided with the lyrics of a relevant song and encouraged to listen to it, allowing them to share their opinions about their favorite song.

In this engaging classroom activity, students are tasked with exploring their neighborhood or browsing the internet to identify errors in English articles or speeches They will document their findings and present them in class, discussing how these mistakes may alter the intended message of the signs or if they pose any issues at all This exercise not only enhances their language skills but also fosters critical thinking and awareness of effective communication.

Students are given lyrics and they listen to the song “Bad grammar- The way I are” by Timbaland and then share their opinion of the song

I aint got no motive to articulate

I see no good reason to enunciate

As long as it rhymes it don't have to make sense

Just throw out all those grammatical elements

There ain't no need to say it right

It's the latest trend, go and tell your friends

We can all begin to use some bad grammar

All the latest songs like to say it wrong

We be singing wit some bad grammar

Take the last letter off a' end a' words

Now you talking with some bad grammar

I ain' pulling tricks wit my linguistics

I aint got no idea what a singular verb is

And I don't ever use no double negatives

Oh, baby, it's alright c'mon now don't be scurred

It's all the latest craze to mispronounce some words

Like instead of that right there, we would say that right thurr

And we won't even spell it right

Baby girl, When I took my English class, you know I barely passed

Listen baby girl, got no proper verbal skills but I be wearing grills

So listen baby girl, I ain gotta talk the talk to make my record pop

So that's why baby girl, when I'm talking, it seems impaired, seems impaired yeah

You my grammar ain' no prodigy

My strongest suit isn't morphology

It's hard for people to be understanding me

Never changed my verbal habits since when I was three

So, Listen baby girl, before you make another sound, make sure that you're on par

Cause listen baby girl, We talking with some bad grammar, bad grammar

Main goal: investigating solutions for the problems in speaking skill and practicing several important speaking techniques

Procedure: Teacher raises the problems learners face in speaking skills and get each group deal with one problem

Teachers can enhance core lessons by introducing additional potential challenges They motivate students to develop practical and specific strategies for problem-solving rather than relying on general approaches This methodology is largely inspired by the influential book "How to Be a More Successful Language Learner: Toward Learner Autonomy" by Rubin and Thompson (1994, pp 100-109).

Then, students will be equipped with a repertoire of common functional language (see Appendix 7) and have chances to practice the suggested techniques

QUESTIONNAIRE ON LEARNING STYLE Please read the sentences carefully, tick the ones that apply to you

In class, I like to learn by games

In class, I like to learn by pictures, films and video

I like to learn the target language in pairs and groups

I like to practice English in real situations

I like to study grammar much more than speaking

At home, I like to learn by reading foreign language book

I like the teacher to let me find my mistakes

At home, I like to learn by watching TV in the foreign language

I like the teacher to explain everything to us

I want to write everything in my notebook

I like to study the foreign language by myself

I like the teacher to give us problem to work on

I like to learn the language in context

I like to make my language performance perfectly before reporting to the class

1 Take responsibility for my own study

2 Attend the class on the days and times required

3 Be on time to classes

4 Not to forget homework and assignments, and send them the teacher on schedule

5 Not to accumulate homework and assignments

6 Not to cheat or deliberately copy another persons work

7 Work to the best of my ability in classes

8 Not to be shy (You speak loudly and clearly in the classroom)

9 Use teacher as a resource ( You talk about your problems if you have some question)

10 ……… (you may make your exclusive rules here for yourself)

I understand that breaking the learner contract could result in me losing my points from the total study result at college

The Feedback Questionnaire aims to gather insights on the speaking skills of first-year English majors at the University of Commerce This research focuses on assessing students' progress and their feedback regarding the English Skill I.3 course project Your participation is invaluable, and all responses will remain confidential, used solely for research purposes.

Please, identify your degree of agreement or disagreement with a statement by putting a tick in one of four responses The four options are presented as follows:

1 ATTITUDES AND ACTIVITIES DURING THE PROJECT

1.1 I find the selected activities interesting

1.2 When doing the activities, I spoke English a lot with my friends

1.3 My friends cooperated well to fulfill the task

1.4 My partners seemed to be interested in doing the task

1.5 I chose the topics which attracted my attention

1.6 I used Vietnamese whenever I couldn‟t find the word in English

1.7 I had a purpose in mind when choosing what to read for my assignments

1.8 The topics which I used to select were as easy for me to prepare as possible

1.9 When we finished the task before the other pairs, we didn‟t do anything else

1.10 I kept a record of my assignment for revision

2 SELF-EVALUATION OF SPEAKING SKILL

2.1 I feel that I now can work faster and cope with unpredictability spontaneously

2.2 I try to use what I have already known to speak without hesitations

2.3 When I encounter difficulties in communication, I use paraphrasing

2.4 If the conversation tends to break down, I use functional language to maintain it

2.5 I communicate ideas rather than constructing completely grammatically correct sentences

2.6 I don‟t care about accuracy at an expense of fluency

2.7 I am able to perform a range of speaking tasks on different topics

2.8 I figure out Vietnamese version in mind before creating the English version

3 ATTITUDES TOWARD LANGUAGE AND LEARNING

1 Language learning involves a lot of self-study

2 If language class is not useful, I can learn on my own

3 I don't feel I could improve without a class

4 In language classes, I like the teacher to explain everything to us

5 Best way to learn a language is by the teacher's explanations

6 It's important teacher gives students vocabulary to learn

7 I only work on an exercise if I have to hand it in

8 All exercises should be marked by a teacher

9 I enjoy project work where I can work with other students

10 A language exercise is only worth doing if it is marked

4 GENERAL ATTITUDES TO THE PROJECT

1 The self-directed learning activities help me improve my English speaking proficiency

2 The self-directed learning activities help me to make and complete a plan to improve my English

3 The self-directed learning activities help me to learn ways to study by myself

4 The self-directed learning activities help me to acquire a number of words and phrases on different fields

5 I would like to do a similar project next terms even if it isn‟t counted as our marks

Free Comments on the project

PHIẾU KHẢO SÁT ĐÁNH GIÁ CÁC HOẠT ĐỘNG NÂNG CAO TÍNH TỰ CHỦ

Phiếu điều tra này thuộc nghiên cứu về tính chủ động trong việc học kỹ năng nói của sinh viên năm nhất khoa Tiếng Anh – Đại học Thương Mại Mục tiêu là đánh giá mức độ tiến bộ và phản hồi của sinh viên về các hoạt động nâng cao tính chủ động trong học phần kỹ năng tiếng Anh I.3 Việc hoàn thành phiếu một cách khách quan sẽ đóng góp quan trọng cho thành công của nghiên cứu, và kết quả chỉ được sử dụng cho mục đích nghiên cứu Xin cảm ơn các em đã tham gia bằng cách đánh dấu vào các lựa chọn tương ứng cho từng câu hỏi.

1 Hoàn toàn không đồng ý 2 Không đồng ý

1 THÁI ĐỘ VÀ MỨC ĐỘ THAM GIA CÁC HOẠT ĐỘNG NHẰM NÂNG CAO TÍNH

TỰ CHỦ KHI HỌC NÓI

STT THÁI ĐỘ VÀ MỨC ĐỘ THAM GIA 1 2 3 4

1.1 Em thấy các hoạt động được chọn đưa vào áp dụng thú vị

1.2 Khi thực hiện các hoạt động này, em đã sử dụng tiếng Anh nhiều hơn để giao tiếp với các bạn

1.3 Bạn em đã thực sự hợp tác để hoàn thành các nhiệm vụ học tập được giao

1.4 Bạn em tỏ vẻ hào hứng khi tham gia các hoạt động này

1.5 Em chọn các chủ đề mà bản thân em cảm thấy thích

1.6 Em dùng tiếng Việt để giao tiếp bất cứ khi nào không nhớ hay không biết diễn đạt bằng tiếng Anh

1.7 Em chọn chủ đề cho bài tập được giao một cách có mục đích

1.8 Chủ đề em chọn là chủ đề càng dễ triển khai càng tốt

1.9 Khi cặp của chúng em hoàn thành xong phần việc của mình, chúng em sẽ không làm thêm nhiệm vụ gì khác nữa

1.10 Em giữ lại các bài tập đã làm để ôn lại

2 TỰ ĐÁNH GIÁ KỸ NĂNG NÓI CỦA BẢN THÂN

2.1 Em cảm thấy mình nói nhanh hơn và có thể phản ứng nhanh mà không cần chuẩn bị trước

2.2 Em cố gắng huy động những kiến thức mình có để giao tiếp một cách trôi chảy

2.3 Khi gặp khó khăn trong giao tiếp, em thường dùng cách diễn đạt khác (paraphrasing)

2.4 Em dùng ngôn ngữ chức năng (functional language) để duy trì hội thoại nếu nó có xu hướng bị gián đoạn hay kết thúc quá nhanh

2.5 Em diễn đạt ý tưởng hơn là xây dựng các câu hoàn toàn đúng về mặt

2.6 Em không quan tâm đến độ chính xác về ngữ pháp để đảm bảo sự trôi chảy trong khi nói

2.7 Em có thể thực hiện nhiều nhiệm vụ trong kỹ năng nói với những chủ đề khác nhau

2.8 Em nghĩ bằng tiếng Việt rồi dịch ra tiếng Anh để giao tiếp

3 QUAN ĐIỂM VỀ NGOẠI NGỮ VÀ QUÁ TRÌNH HỌC NGOẠI NGỮ

3.1 Học ngoại ngữ cần tự học rất nhiều

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

3.2 Nếu lớp học không hữu ích, em có thể tự học ở nhà

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

3.3 Em không nghĩ rằng mình có thể tiến bộ được nếu không đến lớp học

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

3.4 Trong lớp học ngoại ngữ, em mong muốn giáo viên giải thích tất cả mọi điều cho chúng em

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

3.5 Cách học ngoại ngữ tốt nhất là có giáo viên giải thích bài học

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

3.6 Giáo viên cần đưa ra từ vựng cho học sinh học

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

3.7 Em chỉ làm bài tập khi cô giáo yêu cầu nộp bài đó

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

3.8 Tất cả các bài tập phải được giáo viên chấm điểm

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

3.9 Em thích làm các nhiệm vụ học tập hơn với hình thức làm theo nhóm hay theo cặp

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

3.10 Một bài tập chỉ đáng làm khi nó được chấm điểm

+ Trước khi tham gia vào nghiên cứu

+ Sau khi tham gia vào nghiên cứu

4 THÁI ĐỘ CHUNG VỀ NGHIÊN CỨU ÁP DỤNG

4.1 Các hoạt động nhằm phát huy tính chủ động của người học đã giúp em nâng cao trình độ nói tiếng Anh của mình

4.2 Các hoạt động nhằm phát huy tính chủ động của người học giúp em

4.3 Các hoạt động nhằm phát huy tính chủ động của người học giúp em học cách tự học

4.4 Các hoạt động nhằm phát huy tính chủ động của người học giúp em tích lũy được những từ vựng và cụm từ trong nhiều lĩnh vực khác nhau

4.5 Em mong muốn thực hiện các hoạt động tương tự trong các kỳ học tới ngay cả khi các bài tập này không được tính vào trong thang điểm chung

Nhận xét về các hoạt động nhằm phát huy tính chủ động của người học đã áp dụng:

FEEDBACK QUESTIONNAIRE RESULT Identify your degree of agreement or disagreement with a statement by putting a tick in one of four responses The four options are presented as follows:

1 ATTITUDES AND PERFORMANCE DURING THE PROJECT

1.1 I find the selected activities interesting 0

1.2 When doing the activities, I spoke English more with my friends

1.3 My friends cooperated well to fulfill the task 0

1.4 My partners seemed to be interested in doing the task

1.5 I chose the topics which attracted my attention 0

1.6 I used Vietnamese whenever I couldn‟t find the word in English

1.7 I had a purpose in mind when choosing what to read for my assignments

1.8 The topics which I used to select were as easy for me to prepare as possible

0 0% 1.9 When we finished the task before the other pairs, 4 20 2 0

1.10 I kept a record of my assignment for revision 2

2 SELF-EVALUATION OF SPEAKING SKILL

2.1 I feel that I now can work faster and cope with unpredictability spontaneously

2.2 I try to use what I have already known to speak without hesitations

2.3 When I encounter difficulties in communication, I use paraphrasing

2.4 If the conversation tends to break down, I use functional language to maintain it

2.5 I communicate ideas rather than constructing completely grammatically correct sentences

2.6 I don‟t care about accuracy at an expense of fluency 4

2.7 I am able to perform a range of speaking tasks on different topics

2.8 I think in Vietnamese before creating the English version 2

ATTITUDES 1 2 3 4 4.1 The self-directed learning activities help me improve my English speaking proficiency

2 7% 4.2 The self-directed learning activities help me to make and complete a plan to improve my English

4 14% 4.3 The self-directed learning activities help me to learn ways to study by myself

6 21% 4.4 The self-directed learning activities help me to acquire a number of active words, phrases and expressions on different fields

4.5 I would like to do a similar project next terms even if it isn‟t counted as our marks

1 How do you see yourself now as a language learner? Or have any beliefs about your change? (Is there something that you feel that you have learnt as a learner in a different way than before?)

2 Can you tell me about your performance during the project?

- How do you and your partners choose the topics?

- How do you find your partners?

- What do you do if you‟re finished but others haven‟t?

- What have you done with your records?

- What difficulties were you confronted with in your out-of-class English during the project?

3 How have you been evaluating your speaking skill?

4 Do you want to continue this project in the next semester? What if you are not assessed in doing it? Give your reasons

The observation sheet, adapted from Nunan (1995), aims to gather insights into overall class motivation by assessing student involvement in activities This tool focuses on the class as a whole rather than on individual students, providing a comprehensive view of engagement levels within the classroom setting.

1 Circle a number 1- 5 to see how involved in the learning task the students are

Not very involved 1 2 3 4 5 very involved

2 Circle a number 1- 5 to see the level of students‟ concentration on the learning task

3 Circle a number 1- 5 to see the students‟ enjoyment of the activities

Not really 1 2 3 4 5 very much so

4 Circle a number 1- 5 to see the level of students‟ intensity of application

5 Circle a number 1- 5 to see the students‟ persistent attention to the learning task

Not really 1 2 3 4 5 very much so

6 Circle a number 1- 5 to see students‟ evaluation of the activities and the way of class management

CONVERSATION PHRASES AND EXPRESSIONS FOR SPEAKING

Hmmm I hadn't thought of that before

I don't believe it! – to show surprise

Wow! – to show admiration or surprise

That's incredible/ interesting / amazing / unbelievable – to show great interest in the subject of conversation

How awful / terrible – to show sympathy with someone else's bad news

And you? - when someone asks you how you are

Did you? -can be used to encourage someone to tell their story

Yes, she was with one of her friends, and she

Sometimes we say things that other people don't understand, or we give the wrong impression

This is an example conversation where one person says something that the other person thinks is strange

LUIZ: English is a very easy language to learn

IRENE: What do you mean?

LUIZ: Well, what I meant to say was that it is easy if you practice every day

What I meant to say was…

Let me put this another way…

Perhaps I'm not making myself clear…

If you're explaining something, and you realize that the other person doesn't understand, you can use the following phrases:

If we go back to the beginning…

One way of looking at it is…

Another way of looking at it is…

If you forget the word you want to use, you can say:

I can't find the word I'm looking for…

I'm not sure that this is the right word, but…

What I want to say is…

3 GIVE YOURSELF TIME TO THINK

Let me see well…/ actually…/ in fact…/OK…/ So… you see…/ let‟s see…/ let me see…/ you know… the thing is…/ the point is…/ that is…

Do you have any thoughts on that?

How do you feel about that?

What's your view/opinion/idea?

How do you see the situation?

What are your thoughts on all of this?

Do you have anything to say about this?

If you ask me It seems to me that …

I am of the opinion that …/ I take the view that

My personal view is that …

As far as I understand / can see, …

As I see it, … / From my point of view …

As far as I know / I‟m concerned… / From what I know …

I believe one can (safely) say …

I am sure/certain/convinced that …

The fact is that The (main) point is that … This proves that …

What it comes down to is that …

It is certain that … One can say that …

It is clear that … There is no doubt that …

You're right /That's right

There are many reasons for …

There is no doubt about it that …

I simply must agree with that

I'm not sure I agree with you

(I'm afraid) I can't agree with you (I'm afraid) I don't share your opinion There is more to it than that

I cannot share this / that / the view

I cannot agree with this idea

I am I couldn't agree with you more

(slang) Tell me about it!

You have a point there weak) I suppose so./I guess so

I couldn't agree with you more

I agree with you up to a point, but

I agree with you in principle, but

It is only partly true that

I can agree with that only with reservations

That's not always the case

No, I'm not so sure about that

I couldn't agree with you less

This is in complete contradiction to …

I am of a different opinion because … I'd say the exact opposite

That may be true, but

You might be right, but

You have a good point, but

You could say that, but

Correct me if I'm wrong, but

I don't mean to be rude, but

I hate to bring this up, but

I don't mean to be negative, but

Let's just move on, shall we?

I think we're going to have to agree to disagree

(sarcastic) Whatever you say./If you say so

Sorry to interrupt (you), but…

Sorry for interrupting you, but…

I really don‟t want to interrupt you, but…

By the way… (chuyển chủ đề)

Sorry, but the point I need to clarify here is…

I don't mean to intrude, but Could I inject something here?

Do you mind if I jump in here?

Is it okay if I jump in for a second?

Can I throw my two cents in?

(after accidentally interrupting someone) Sorry, go ahead OR Sorry, you were saying

(after being interrupted) You didn't let me finish

Getting back to the topic

Do you know what I'm saying/mean?

Are you with me (so far)?

Have you got it? / Got it?

I see / understand / get it./ got it

I'm not sure I get what you mean

What I'm trying to say is

What I wanted to say was

What do you mean (by that)?

What are you trying to say?

Could you elaborate (on that)?

Could you tell me a little more about it?

Could you give (me) some details?

Could you fill me in on that?

You mean What you mean is What you're saying is (I think) what she means is What he's trying to say is

If I understand you, (you're saying that )

So, your idea is Let me elaborate

Let me tell you a little more (about it) Let me give you some details

Take for example (the case of) …

Let me give you an example

What's “cổ tức” in English?/ How do you say/call “cổ tức” in English?/ What's the English word for “cổ tức”?